Diakses pada tanggal dari id_article=253. How do teacher’s gestures help young children in second language acquisition? Université Paris 7, UFR Linguistique, Laboratoire ARP. Effectiveness of audio-visual aids in language teaching in tertiary level. Preschool morphological training produces long-term improvements in reading comprehension. Journal of Early Childhood Literacy, 1-28. ‘Smart’ technologies in early years literacy education: A meta-narratice of paradigmatic tensions in iPad use in an Australian preparatory classroom. Journal of Experimental Child Psychology, 114, 111–130. Evaluating the components of an emergent literacy interventions for preschool children at risk for reading difficulties. Reading and reading instruction for children from low-income and non-English-speaking-households. On the roles of repetition in language teaching and learning. Research into practice: Understanding the reading process. School Effectiveness and School Improvement : An International Journal of Research, Policy and Practice,1-18.
The effectiveness of synthetic phonics in theĭevelopment of early reading skills among struggling young ESL readers. Using dialogic reading to enhance emergent literacy skills of young dual language learners. Phonemic awareness helps beginning readers break the code.
#Belajar membaca untuk anak tk dari huruf a z how to#
How to design and evaluate research in education.
International Journal of Research Studies in Education, 4(4), 39–52.įraenkel, J. The effect of using synthetic multisensory phonics in teaching literacy on EFL young learners’ literacy learning. CLIL : The added value to English language teacher education for young learners, LINGVARVM ARENA, 6, 59–69.įarokhbakht, L., Nejadansari, D. Helping preschoolers develop phonemic awareness skills using sound boxes. Teaching phonics and phonemic awareness in English beginning reading. California: Sage Publications.ĭaud, B., & Salamah, U. Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Educational Technology & Society, 13 (2), 13-24. Exploring the possibility of using humanoid robots as instructional tools for teaching a second language in primary school. Journal of Special Education Technology, 31 (1), 14-25. Using an iPad App to improve phonological awareness skills in young English-Language Learners with disabilities. Child Development Perspectives, 5(1), 15–21. Promoting language and literacy in young dual language learners: Research, practiceand policy. Journal of Special Education Technology, 1-12.
The effectiveness of using a content acquisition Podcast to teach phonological awareness, phonemic awareness, and phonics to preservice special education teachers. New York: The Guilford Press.Ĭarlisle, A. Early Childhood Researc Quarterly, 1-17.īarone, D.M (2011). The cognitive development of young dual language learners: A critical review. London: Paul Chapman Publishing.īarac, R., Bialystok, E., Castro, D. Using phonics to teach reading and spelling. Developing literacy in second-language learners: Report of the National Literacy Panel on Language-minority Children and Youth. Cambridge: First MIT Press.Īugust, D., & Shanahan, T. Beginning to read : Thinking and learning about print. Kata Kunci: Metode Fonik, Membaca Permulaan Bahasa Inggris, Anak Usia DiniĪdams, M. Simpulan dari penelitian ini adalah implementasi metode fonik banyak membantu guru untuk memperkenalkan konsep bunyi huruf yang merupakan pondasi awal dalam pembelajaran membaca permulaan Bahasa Inggris.
Pembelajaran melalui metode fonik dapat dikolaborasikan dengan bermain dan bercerita agar suasana pembelajaran menjadi lebih menyenangkan bagi anak. Selain itu, guru-guru percaya bahwa implementasi metode fonik dalam pembelajaran membaca permulaan Bahasa Inggris untuk anak usia dini sudah sesuai karena tahapan pembelajarannya dimulai dari pengenalan bunyi huruf, pengenalan simbol huruf, hingga penggabungan bunyi huruf. Kemudian, kendala yang dirasakan oleh guru adalah keterbatasan waktu dan perbedaan kemapuan anak. Hasil dari penelitian ini menunjukkan bahwa tahapan pembelajaran disesuaikan dengan kebutuhan anak. Analisis tematik digunakan dalam penelitian ini terhadap data wawancara, catatan observasi, dan studi dokumentasi. Penelitian ini mencoba untuk menganalisis tahapan pembelajaran dan kendala yang dihadapi guru dalam pengimplementasian metode fonik. Studi kasus dilakukan di I Can Read, sebuah lembaga bimbingan belajar Bahasa Inggris di Kota Bandung. Penelitian ini bertujuan untuk menginvestigasi mengenai implementasi metode fonik dalam pembelajaran membaca permulaan Bahasa Inggris untuk anak usia dini.
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